| A | C | D | E | F | G | H | I | J | K | L | M | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | SNC1W | Course Outline and Syllabus | Curriculum Expectations | My Website | BTC Note Template | Collaborators | ||||||
2 | Meagan Becker Amanda Smith Angela Swartz Becky Voll | |||||||||||
3 | Lesson | SLIDES/ACTIVITIES/TASKS | LEARNING FOCUS | A | B | C | D | E | Materials Needed | BTC Consolidation Notes | Assessment | Notes to Self |
4 | 1 | Welcome to Science Class - Creating a Culture of Collaboration | Scientiests and engineers use collaboraiton and communication to solve prblems | A1.3 | Name tents, string, cups, rubber bands | Course Outline | ||||||
5 | 2 | Inquiry is the Basis of Science and Engineering | Scientists and engineers use inquiry to solve mysteries and design solutions to problems | A1.1 | Inquiry Cubes, square activity | 00 - What is Science | CYU- Observations and Inferences | Photo, Photo | ||||
6 | 3 | Lego Day- Scientist and Engineers Need to Communicate | Communication, Science Norms, Model Building | A1.3 | Lego Kits | 00 - What is Science | CYU - Variable Types | Short Period. Photo, Photo, Photo | ||||
7 | 4 | Scientists Work Safely to Investigate Phenomena | Lab Safety, Resilance, Problem Solving, Model Building | A.1.5 | Printed Safety Scenario | 01- WHIMIS | Short Period, Photo, Photo | |||||
8 | 5 | The Game of Science and Safetey Rules | Building models, collecting evdience, defending choices | A1.1 | Game pieces, game moves, chromebooks, Lab Safety Rules | CYU - Variables #3 | ||||||
9 | NEW | Rainbow Lab | how to measure correctly and communicate a procedure to someone else | A1.2 | food coloring | Varables Task Cards | ||||||
10 | 5 | Candle Lab and Fortune Teller Fish | Inquiry, Science Norms, Collaboration, Observations | A1.2, A1.5 | Candles (different sizes), bbq lighters, pie plates, beakers different sizes, rulers | CYU - Observations and Inferences | ||||||
11 | 6 | Consolidating The First Two Weeks - The Scientific Method | The scientific method and steps and how the first 2 weeks helped us practice those skils | A1.2 | Chromebooks, Cards of the Scientific Method | Variable CYU | Short Period, Photo, | |||||
12 | 7 | Practiced these skills with Whirley Bird Lab | Consolidate our learning of the scientific method with a BTC note and full lab report. | A1.1 | paper and paperclips, printouts of whriley birds, lab rubric student version | 01- Scientic Method | Scientific Method | Short Period. Debrief Whirley Bird with Slides, Rubric | ||||
13 | SYU - Variables and Experiment Design | |||||||||||
14 | NEW | Engineering a Better Geyser -Diet Coke and Mentos Lab - Analyzing Data | Use lab skills to conduct an experiment and analyze data to optimize a reaction in the way engineers do | A1.2, A1.5, A1.3 | diet coke, mentos, tubes | EDP | Engineering Task Cards | video | ||||
15 | 9 | EDP, Recyclables and Machine Learning | to recgonize that the scientific process and engineering design process are very similar and somewhat different. Use emerging technolgy such as machine learning and AI to solve a problem | A1.3, A1.4 | recyclables and chromebooks | CYU - Variables, 01 - EDP | CYU - EDP #1 | |||||
16 | NEW | Engineering Design Project | using our coding and AI skills we will design a solution to a real world problem folliwng the EDP | A1.3 | microbits, wires, leds or motors | EDP | CYU - EDP #2 | video, video, photo | ||||
17 | SYU - EDP | |||||||||||
18 | 10 | Particle Theory | Matter is made of particles that are always in motion | A1.3 | C2.2 | Milk and microscopes, hot and cold water, food coloring, station cards | 02 - Particle Theory | EDP Quiz | Put water in the fridge, grab thermometers, print station cards | |||
19 | 11 | Density and Density Bottle Task | Investigage a phenomena using our model buidling approach and particle theory to understand density | A1.3, A1.5 | C2.6 | ethyl alcohol, 10 water bottles, pony beads, parler beads, distilled water, pickling salt | 09- Density | video setup, picture | ||||
20 | 12 | Demo Crushing a Can, Visualizing the Atom Tasks | Create a modle using particle theory to explain why the can gets crushed on the whiteboard. Models have existed in the past and been adapted over the years to reflect new data and findings. Explore historical models of the atom that have got us to where we are today | A1.3 | C2.3 | chalk dust, measuring tape, pins, chromebooks, | 03 - Atomic Models | CYU - Particle and Models of the Atom | Need good weather and lots and lots of space for atom visulization. Card sort can be done on the whiteboards with tape. This video does a good job explaining the "size of the atom" task. Photo, photo | |||
21 | 13 | Bohr Rutherford Diagrams Tasks | Develop the rules for BRD from evidence. Complete this handout | A1.3 | C2.3 | "black box" targets, marbles, chromebooks, pennies, micropipettes | 04 - BRD | CYU - Particle and Models of the Atom | Photo, Meagan Becker made these great printable prompts students can take back to their whiteboards and she made these whiteboard blackboxes. | |||
22 | 14 | Bohr Rutherford Continued- Ions, NEW Spot The Error Task Cards | Practice drawing , station rotation and building models, dicuss stability using template and dry erase pockets, complete this handout | A1.3 | C2.4 | dry erase pockets, link to app, | 04 - BRD | CYU - Atomic Numbers | Station rotaion with me at one statio to check understanding. Credit Marie Trainor for this extension | |||
23 | SYU - Models and BRD | |||||||||||
24 | 15 | Periodic Trends Tasks | To see how patterns in properties lead to the development of the periodic table | A1.1 | C2.5 | Ficticious element cards, big graph paper, alumnium, calcium, magnesium, spot plates | 05 - Periodic Trends | CYU - Periodic Table | wont do lab but will do alkali metal demo. More photos of the task in action. Post p-table in classroom | |||
25 | 16 | Periodic Trends and Task | To learn more about families and periodic properties | A1.3 | C2.5 | Fun Game, Also Fun, Rules, game board | 05 - Periodic Trends | CYU - Periodic Table | helpful visual for students | |||
26 | SYU - Trends | |||||||||||
27 | 17 | Compounds | To see how compounds are formed from atoms gaining chemical stability and how we can build models of compounds to visualize thier 3D shape | A1.3 | C2.7 | Thin Sliced Compounds, Model kits | 06 - Compounds | PT Escape Rm | pictures of the paper slips and student work | |||
28 | 18.5 | Carbon Emissons Thinking Tasks - Combustion and Carbon Emissions | To visualize through math what our carbon footprint is and its impact on the environment. Use density to picture carbon sequestering. Identify and use various indicators of climate change to describe the impacts of climate change on local and global ecosystems, and analyse how human activities contribute to climate change | A1.1 | B1.1 | C1.1, C1.2 | D1.1 | ballons, periodic tables | 06 - Carbon Cyle | Climate Video to Follow | ||
29 | NEW | 8 - Classification of Matter | 09 - Classification of Matter | |||||||||
30 | 18 | Review Key Learning in Stations, Hexagonal Task | Review key learning in stations | C1 | Review stations | Credit: Angela Swartz, Sean Jackson | ||||||
31 | 19 | Menu Science Task | Review key learning in stations | C1 | Individual Review | |||||||
32 | Early Progress Report Rubric | |||||||||||
33 | SYU - Chemistry | |||||||||||
34 | 22 | Introduction to Static | Electric charge can move and create charged object. Theses objects behave according to the law of electric charges. Create a model of electiric charge | A1.2 | D2.1 | rods, fur, wool, cans, balloons, tape | 01 - Electric Charges | CYU - Charge Pairs and Overall Charge | video of tape and tape from my class. Credit to Chris Meyer for the tape experiment. | |||
35 | 23 | Introduction to Static | Electric charge can move and create charged object. Theses objects behave according to the law of electric charges | A1.2 | D2.1 | rods, fur, wool, cans, balloons, tape | 01 - Electric Charges | CYU - Charging By Contact | Handout for Warmup | |||
36 | 24 | Charging by Friction and Charge Diagrams | Electical charges can be diagramed to help us understand what is happening. Charges can move between objects due to friction | A1.2 | D2.1 | variety of materials and strips to model charging by friction | 02 - Charging 3 Ways | CYU - Charging By Friction | video | |||
37 | 25 | Charging by Contact | Objects can become charged through contact and at a distance | A1.2 | D2.1 | Pithball electroscopes | 02 - Charging 3 Ways | CYU - Charging By Contact and Friction | CYU- Charging By Contact | |||
38 | NEW | Charging By Induction Lab Activity | Objects can become charged through contact and at a distance | nerg | D2.1 | electroscopes, polyethylene stips, acetate stips , silk, wool | Charging By Induction Lab Activity | CYU - Charging By Induction | Great simulator | |||
39 | Static Electricity Task Cards | students work on review using task cards | lightining, lightning 2 | |||||||||
40 | 25 | What Powers the World Handout | Look at a variety of electrical energy producing technologies | A1.1 | D1.4 | chromebooks | 02 - Charging 3 Ways | CYU- Charging 3 Ways | video | |||
41 | SYU - Static | |||||||||||
42 | BL | Blended Learning Day | Indigenous knowledge of science is a valuable source of information for solutions to some of the worlds more pressing issues. Students listen to 1 of 6 podcasts | A1.1 | B1.3 | chrombooks, google meet link | None | Posted asychronously | ||||
43 | 26 | Conductors and Insulators with Microbits Coding Task - Rubric | To classify and explain how conductors and insulatiors work | A1.4 | D2.2 | conductors and insulators, microbits, aligator clips, electroscopes | 03 - Insulators and Conductors, Tracking Code MB | Lab Report Template | Might be 3 periods long with write up, photo | |||
44 | 27 | Impacts of Energy Production in Canada, Start Energy Research Project | To examine the impacts of Canada's energy sector | A1.1 | D1.1 | Chromebooks | Energy Research Project Template | Research Rubric | Take time during slow reveal graph | |||
45 | 28 | Review Key Learning Thin Sliced Statics, Task Cards | Review of key learning | A1.2 | D2 | Task Cards | ||||||
46 | SYU - Energy | |||||||||||
47 | 30 | Introduction to Ecosystems - 4 Spheres | To review key aspects of ecosystems | A1.1 | B2.1 | E1.5 | Chromebooks | 01- Four Spheres | Bell ringers | The Role of the Sun and Ecosystems | ||
48 | 31 | Energy Flow in Ecosystems | To introduce/ review energy flow through visual models ( food webs/ food chains) | A1.2 | B2.1 | Food Web Cards, Beans | 02- Energy Flow in Ecosystems | CYU - Food Webs | ||||
49 | 32 | Population Dynamics | demonstrate an understanding of the dynamic and interconnected nature of ecosystems, including how matter cycles and energy flows through ecosystems | A1.1 | B2.1 | Print outs of graphs and info for groups. Put in whiteboard pockets Set up could look like this and final product | 03 - Relationships in Ecosystems | CYU Carrying Capactiy, | 2 days, video: wolves change rivers, video: oysters change oceans | |||
50 | 33 | Carrying Capacity Assignment | students work on a case study to analyze human impacts on ecosystems and carrying capacity | A1.4 | B2.1 | Chromebooks | 03 - Relationships in Ecosystems | Carrying Capacity Assignment | graph for assignment | |||
51 | 34 | STEM Case - Gizmos | explain how naturally occurring phenomena, including the cycling of matter and the flow of energy, contribute to the dynamic equilibrium within and between ecosystems | A1.2 | B2.1 | Students need digital acces to gizmos | 02- Energy Flow in Ecosystems | CYU - Trophic Levels | ||||
52 | 35 | Human Impacts -Unit Lab Slides | what environmental factors effect plant growth and as a result ecosystems. In this lab we look at how water contamination can impact an ecosystem by monitoring plant growth over several weeks | A1.2 | B2.4 | C1.2 | water samples, radish seeds, paper towel, blunt probes | Lab Handout, Data Sheet | Lab Handout, Data Sheet | Sample Data Sheet Here | ||
53 | Didn't do in spring | Invertbrate Water Study | exmaine invertbrate from a local water source. From the data collected do a study of feeding relationships | A1.3 | B1.2 | Water samples, study guide, lab handout | Lab Handout | Lab Handout | Credit Levi Moore for this Lab | |||
54 | 36 | Levels of Organization | demonstrate an understanding of the dynamic and interconnected nature of ecosystems, including how matter cycles and energy flows through ecosystems | A1.3 | B2.4 | Oh deer activity materials, counting sheet, thin sliced levels of organiztion cards | 03 - Relationships in Ecosystems | CYU - Organization | Photo, Photo | |||
55 | 37 | Abiotic Factors Gizmo, Bioaccumulation | demonstrate an understanding of the dynamic and interconnected nature of ecosystems, including how matter cycles and energy flows through ecosystems | A1.1 | B2.1 | Chromebooks | 03 - Relationships in Ecosystems | CYU Bioaccumulation | video: Silent Spring, Rachel Carson | |||
56 | 38 | Carbon Cycle, Global Warming Quick Lab | demonstrate an understanding of the dynamic and interconnected nature of ecosystems, including how matter cycles and energy flows through ecosystems | A1.1 | B1.2 | C1.1 | carbon cycle disce, chromebooks, class spreadsheet | 06- Carbon Cycle | CYU - Photosynthesis | Big Little Farm, and TedEd, Credit Becky Voll for the spreadsheet | ||
57 | 39 | Photosythesis Tasks and Photosynthesis Lab | compare and contrast the processes of cellular respiration and photosynthesis, and explain how their complementary relationship contributes to the dynamic equilibrium of ecosystems | A1.2, A1.5 | B2.3 | C1.1, C2.7 | jewle stickers, laminated background sheets, magnetic version, alternate lab | 06 - Photosynthesis, Lab Handout | CYU - Photosynthesis | Photo of Physical Set-Up, photo of physical product | ||
58 | 40 | Human Impacts the Carbon Cycle and Match-Em Graphs | demonstrate an understanding of the dynamic and interconnected nature of ecosystems, including how matter cycles and energy flows through ecosystems | A1.2 | B2.1, B2.6 | C1.1 | printed graphs | 06 - Photosynthesis | Read: Phytoplankton | Net Zero Game, Food Forests, CO2 capture, Clean Fuels | ||
59 | 41 | Ecological Succession Task and Population Puzzle | develop an understanding of succesison and how ecological systems develop and (rebound in some cases). | A1.2 | B1.1, B1.2, B1.3 | soil samples | 07- Equilirbium and Succession | |||||
60 | 42 | Climate Impacts on Communities and Mitigation Strategies | assess impacts of climate change on ecosystem sustainability and on various communities, and describe ways to mitigate these impacts assess impacts of climate change on communities in Canada, including First Nations, Métis, and Inuit communities | A1.1 | B2.5 | none | teacher notes | |||||
61 | SYU - Ecology | |||||||||||
62 | 40 | Revisiting Partcle Theory and Dissolving | continue to refine our understanding of particle theory by examining what happens when we dissolve a solid in liquid - define solubility | A1.2 | C2.5 | sugar and water | 02 - Particle Theory | Credit Chris Meyer TDSB | ||||
63 | NEW | Reaction in a Bag | practice designing an investigation and making observations of chemical change | A1.2, A1.3, A1.5 | C2.1 | bromothymol blue, baking soda, CaCl2 | 08- Physical v Chemical | Physical vs. Chemical Change Pixel Art | pictures, pictures, pictures | |||
64 | Physical v Chemical Change Task and Follow Up Lab Activity | A1.1 | C2.6 | printed cards - slides 11-20, lab stations, steel, copper, salt, magnesium, HCl aq etc. | 08- Physical v Chemical | Physical vs. Chemical Change Pixel Art | Photo of finished whiteboard | |||||
65 | 41 | Sea Level Rise and Climate Change Coding Task | develop a conceptual understanding of how a warming atmoshere can petrub a ecological system such as the hydrosphere. Use coding to create a predictive model based on particle theory. Relate the model to particle theory | A1.4 | B1.1 | C1.1 | E1.1 | chromebooks, elrlynmey flasks, glass or plasic piping, thermometers, lamps/ hot plates | 02 - Particle Theory | 2-3 days | ||
66 | BL | Blended Learning Day | Why are we going back to the moon? Who and what stands to benefit. How is this related to Ecology, Chemistry and Electricity | A1 | B1 | C1 | D1 | E1.1 | chrombooks, google meet link | None | Posted asychronously | |
67 | NEW | Nitrogn Cycle Tasks | to see how nitrogen cycles through ecosystems and how the chemical industry impacts this system. Connect indigenous knowledge to cycling of matter | A1.1 | B1.3, B2.1, B2.5, B2.7 | C1.1, C2.1 | card sort | Nitrogen Cycle | CYU - Chemical and Physical | Credit: Meagan Becker for this activity, follow up video, video, video, to show how a young chemcial engineer is taking a LCA to capturing and recycling Nitrogen | ||
68 | NEW | Agro Case Study Task CER Nitrogen | Examine agricultural practices that are sustainable and innovative | A1.3 | B2.7 | C2.1, C2.7 | card sort, CYU Nitrogen Cycle, primers | Nitrogen Cycle | Video: Common Ground | picture , credit: Food Science.ca, follow up video: Innovation in Farming | ||
69 | 47 | Paper vs Plastic - Counting Atoms and Making Compounds Recall, Making Polymers, The Problem with Paper and Plastic | polymers can be man made and organic. Properties of polymers make them ideal for some applications but difficlut to dispose of. Look at 3Ms enhanced plastic recycling program | A1.1 | B1.1 | C2.1 | sodium alginate, calcium chloride | 08- Physical v Chemical | Graph Analysis | |||
70 | NEW | Western Canada Wild Fires and Indingenous Knowledge | westen canada is experience ealrier and more sever forest fires. Indigenous knowledge can be used to combat future forest fires through the practice of cultural burning | A2.5 | B1.2 | C1.1 | E1.3 | cutouts of indigenous cultural burning | 06 - Carbon Cyle | Credti: FMNIAO Follow Up Article | ||
71 | NEW | Product Life Cycle | assess social, environmental, and economic impacts of processes associated with the life cycle of consumer products, considering the elements and compounds used to make them, and suggest ways to enhance positive impacts and/or minimize negative impacts | A1.1 | B1 | C1.1 | product life cycle cards | 07 - Life Cycle | FIXED video | great follow up video | ||
72 | 49 | Engineering SYU - Product Life Cycle Assessment and Redesign | assess social, environmental, and economic impacts of processes associated with the life cycle of consumer products, considering the elements and compounds used to make them, and suggest ways to enhance positive impacts and/or minimize negative impacts | A1.1 | B1 | C1.1 | whiteboards, true earth detergent strips, coffee cups | Engineering Drawing and LCA Assessment | Rubric | This will contribute a portion to studetns 30% final evaluation and be done over several days in the week before winter break. Another video example | ||
73 | SYU - Sustainability | |||||||||||
74 | 50 | Circuit Basics and Coding | students conceptualize what makes a basic circuit work usign minimal materials and how we can diagram this for others to see. We discuss how to conrol the circuit using coding | A1.3 | D2.3 | copper tape (or strips of Al foil), LED, button batteries, brass tacks, paperlcips, microbits | 04- Circuit Basics | CYU - Circuits | photo, photo, photo | |||
75 | 51 | Menu Science Task, Quantities in Circuits, Circuits and Ohms Law Lab | students continue to visualize circuits using a simulation. From the data derived in the lab, students can conclude what Ohms law is | A1.2 | D2.4 | chromebooks and phet simluation | 05- Ohm's Laws | Credit Siobhan McComb OCDSB for the Menu Task. Focus on conclusion writing ...connecting data and insights Phet version | ||||
76 | 52 | Ohm's Law Tasks | students use thier new Ohm's law formula to analyze various circuits | A1.3 | D2.6 | phet simulation | 05 - Ohm's Laws | CYU - Ohms Law | ||||
77 | NEW | Series and Parallel with Snap Circuits, Thin Sliced Hypotheses | students compare and contrast series and parallel circuits using physical components and digital model to refine their understanding each | A1.2 | D2.6 | snap circuits | 06- Series vs. Parallel | CYU Circuit Analysis | 1.5 days approx, | |||
78 | 54 | What Circuit Is It? Tasks | students consolidated thier understanding of voltage and current in both series and parallel circuits by solving mystery circuits | A1 | D2.6, D2.5 | chromebooks | 06- Series vs. Parallel | CYU - Circuits | photos, | |||
79 | NEW | Circuits Escape Room | ||||||||||
80 | 55 | Electrical Energy vs. Electricity Tasks | students compare and contrast electrical energy vs electricity. | A1.2 | D2.7, D2.8 | chromebooks | 07 - Electrical Energy | CYU - Current in Circuits | photo, photo, photo, video | |||
81 | 56 | Electrical Energy Research Project | work on researching energy production methods and evaluating the best technologies for Canada's future | A1.1 | D1.1, D1.2 | chromebooks | 07 - Electrical Energy | CYU - More Circuits | credit Darrah Bumstead | |||
82 | 56 | Circuit Task Cards | students used task cards to review circuit principals | A1.2 | D1.4 | pritned cards | ||||||
83 | 58 | Automated Solar Panel | students code an automated solar panel that follows the sun in the sky. Using if/else coding and knowledge of electrical circuits students test their model and improve its design iterativly | A1.2 | D1.1, D1.3 | inkSmith kits, microbits | Coding in Science | CYU - Energy and Power | video, photo, adapted from inkSmith | |||
84 | SYU - Circuits and Energy | |||||||||||
85 | Each Day Show One " Image of the Day" From NASA Satelites | |||||||||||
86 | NEW | The Origin of the Universe | students model Hubble's expansion and discuss cultural stories of the origins for the universe. We also discusss Chandrasekars discovery and the social issue around his research | A1.2 | E2.3 | elastic bands, trays, rulers | The Univesere | CYU - Origin of the Universe | follow up activity: the universe in a year, watch this, article to read as a class, applet | |||
87 | NEW | The Sun, Spectra and Red Shift | students investigate the size of the sun using pinhole cameras. Then discuss how Earth experiences a day. and seasons. We take some time to determine what the sun is made or and what other stars are made. Finally we discuss the importance of space technolgies for monitoring life on Earth such as satelites | A1.1 | E2.4, E2.2, E2.6 | cardboard, foil, sunny day | The sun and stars | Show video and article, satelite data, how we use satelites, | ||||
88 | NEW | Scale of the Solar System Using Coding | to create a scale model of the solar system using a.u. calculations and scratch code | A1.4 | E2.5,E2.4,E2.3 | sidewalk chalk, code printouts | Solar Systems | CYU - Distances | Chromebooks, Code link, CYU Form, photo, photo | |||
89 | NEW | Exoplantes, Stars and Habitable Conditions | How we detect exoplantes, what might be necassary for life on this planet and using coding to model the transit method. Life cycle of stars and star types. Finally we analyze data of various exoplanets and determine if they are "livable" | A1.1, A1.4 | E2.6 | could be done with microbits for transit method, star cards | Exoplanets | CYU - Exoplanets | Goldilocks data, Exoplanet Explained, LifeCyle Video, HR Diagram Video | |||
90 | NEW | How We See the Stars -Digital Star Map | explain how the night sky changes over time using analog and digital star map simulation. discuss why star stories were so important for people of cultures all over the world | A1.1 | E2.6 | cutouts, chromebooks | The Moon,Stars and Night Sky | CYU - Space Terms | 13 moons video | |||
91 | NEW | The Moon Tasks | explain how the moon changes over time and creates a cycle. Discuss Canadian contributions to moon and space explorations | A1.1, A2.5 | E2.4 | styrofoam balls, finger flashlights | The Moon,Stars and Night Sky | Phases of the Moon, Bonus Activiy: Space Foods | ||||
92 | NEW | Investing in Space | students research the benefits and drawbacks of investing in space exploration | E1.1 | graphs, checkbricks | Investing in Space | Checkbrick | Video, Article | ||||
93 | NEW | Exoplanet Escape Room | Bring all of our knowledge of chemisty, ecology, electricity and space together to solve a sequence of puzzles | A1 | B2 | C2 | D1 | E2 | breakout boxes, printouts, locks, keys, UV flashlights.. | Circuit Overide Codes | Pre place locks, keys and puzzles the night before. Photo, | |
94 | Final Tasks Week | |||||||||||
95 | NEW | Final Task Day 1 EDP , Circuits and Coding | NASA has sent you to create a settlement on an exoplanet. You will first have to decide on how best to grow food and maintain an ecosystem to support you in the first years on the planet. Next you will have to decide which planet to land on that is best suited to sustaining life. What elements will it have, how close to its star should it be? What lake should we position our settlment next to? What elements does it need to have in it? What properties should it have? Finally, consider how you will engineer devices to automate life on this planet. There will only be a few astronaugts but many tasks | A1 | B2 | D1 | E2 | microbits, wires, LEDs, CO2 sensor, climate action kits, printed challenges with code and circuitry | Final Eval Write Up 1 | photo, photo, final tasks | ||
96 | NEW | Final Task Day 2 - Creating a Model Biosphere | NASA has sent you to create a settlement on an exoplanet. You need to set up a settlement. You will first have to decide on how best to grow food and maintain an ecosystem to support you in the first years on the planet. Next you will have to decide which planet to land on that is best suited to sustaining life. What elements will it have, how close to its star should it be? What lake should we position our settlment next to? What elements does it need to have in it? What properties should it have? Finally, consider how you will engineer devices to automate life on this planet. There will only be a few astronaugts but many tasks | A1 | B2 | C2 | E2 | whiteboards, printed graphs | Final Eval Write Up 2 | possible organisms to bring | photo, photo, photo, photo | |
97 | NEW | Final Task Day 3 Chemistry Investigation | NASA has sent you to create a settlement on an exoplanet. You need to set up a settlement. You will first have to decide on how best to grow food and maintain an ecosystem to support you in the first years on the planet. Next you will have to decide which planet to land on that is best suited to sustaining life. What elements will it have, how close to its star should it be? Finally, consider how you will engineer devices to automate life on this planet. There will only be a few astronaugts but many tasks | A1 | C2 | D2 | E2 | water samples with verying levels of iron, calcium and pH paper. Dropper with sodium carbonate and potassium thiocynate. ph paper. Background information sheet | Final Eval Write Up 3 | reference sheet | set up: photo, photo | |
98 | A1 | B1 | C1 | D1 | chromebooks | |||||||
99 | Show Case Tasks (optional) | |||||||||||
100 | Class Photo Album | |||||||||||